Política linguística de ensino da língua portuguesa em Angola: uma análise nos livros didáticos de língua portuguesa da 5ª e 6ª classes do ensino primário

Abstract

The general objective of this study was to analyze the linguistic policy for teaching Portuguese in Angola in Portuguese language textbooks for the 5th and 6th grades of primary education. To this end, we had the following specific objectives: i) to describe to what extent and in what way the varieties of Angolan Portuguese are included in Portuguese language textbooks for the 5th and 6th grades; ii) to identify how Angolan national languages are included in Portuguese language textbooks for the 5th and 6th grades; iii) to point out how Portuguese language textbooks for the 5th and 6th grades dialogue with the State's guiding documents for language education in primary education. To achieve our objectives, we adopted Spolsky's (2004, 2009, 2021) theoretical proposal for expanded language policy, according to which language policy is understood to consist of three components: practices, beliefs, and management. Shohamy's (2006) notion of language policy mechanism was also adopted. We focus on the language education policy mechanism, since textbooks are part of this mechanism. Methodologically, the research was characterized by a qualitative approach (Silveira and Córdova, 2009), inserted in the interpretative paradigm (Lin, 2015) and documentary analysis (Cellard, 2012). The corpus consisted of the textbooks Portuguese Language 5th grade and Portuguese Language 6th grade (student manual). The results indicated that in both textbooks the presence of only the Angolan Portuguese variety at the lexical level. In relation to the Angolan national languages, we found that, in the first book, only the Angolan national language Kimbundu is contemplated in texts by Angolan writers. In the second book, we identified the presence of the Angolan national languages Kimbundu in texts by Angolan and foreign writers, Umbundu and Kikongo in texts by Angolan writers. We observed a mismatch between the textbooks analyzed and the Constitution of the Republic of Angola of 2010 and the Basic Law of the Education and Teaching System No. 32/20, which determine the inclusion and valorization of Angolan languages. We conclude that the linguistic policy for teaching the Portuguese language reflected in the two textbooks prioritizes European Portuguese as the only language idealized for teaching, reinforcing a linguistic ideology with colonial roots. The results of this research corroborate the studies of Bernardo (2018), Chicumba (2019) and Kanusse (2022), which point to the need to adopt a teaching method that values the varieties of Angolan Portuguese and national languages.

LUNKUFI2 Mu ntangu a salu yayi una ye aweyi a mona dya mbote mu kayinisa muna fimpa kwa kimalaya zayi wa ndinga ma longi a laka mputu mu n´gola kwa zaya aki nkanda kya malongi ma laka mputu a 5ª ye 6ª kya Nkamba a longi antete. Mu dyawu, tu kubikidi aki alanda mona dya mbote ensoga a mpila: Satulula mu nki nzongo ye ma mpila aki nsobakesa mputu a Ngola bena badika mu nkanda kya malongi ma laka mputu a 5ª ye 6ª kya Nkamba a longi antete; fwananesa kwa mpila aki ndinga kya Ngola bena yutuka sadilwa mu mikanda kya malongi a ndinga mputu a 5ª ye 6ª kya Nkamba a longi antete; ye vita ma kwa aki nkanda kya malongi a ndinga mputu a 5ª ye 6ª kya Nkamba a longi antete muna mokena ye aki nkada kya kwenda ku ntandu kwa nkangu ye kwa andonga za ndinga muna lulongoko a ntete. A baka lau zeto mu mona dya mbote, tu vangidi kwa mbadika lusunzulu ma nyala ndinga yalumuna kya Spolsky (2004, 2009, 2021), dya n'zole kwa kiéyi kwikila kwa nyala ndinga kya kubika mu tatu za ngyalumuka: Nteza, lukwikilu ye mavango. Tu vangidi mpe kwa zayi kya nsala za tadi kya nyala ndinga ma Shohamy (2006), kina ki kala Nsala za tadi kya nyala za ndonga a ndinga, kuma kya aki nkanda fwaninika mu Nsala za tadi. lusikidisu, kwa mpava ya sinsu muna mpila vova (silveira ye córdova, 2009), kotekesa kina ki kala fwaniswa sompeka (Lin, 2015) ye mu fimpa mikanda (Cellard, 2012). ye corpus kena kubika muna mikanda amalongi mu laka mputu 5ª kya nkamba ye laka mputu mu 6ª kya nkamba (nkanda a malongi). Aki ndandu songela vo kina ki kala dya nkanda n'zole ye nsobanisa a amputu za Ngola mu betela lexical. Mu diambu dia ndinga za nsi za Angola, tu mona vo, muna nkanda wantete, ndinga ya nsi ya Angola Kimbundu kaka ya koteswa muna sono ya asoneki a ngola. Mu kanda zole, tu mwene vo kuvanda za ndinga ya insi ya Angola Kimbundu mu masonama ya bansoniki ya Angola ye ba nzenza, Umbundu ye Kikongo mu masonama ya bansoniki kyz Angola. Tu mwene mpe he kukonda kuwakana kya mikanda ya kulonguka yina tadilaka ye Nsiku ya nsi kya Angola mu mvu kya 2010 ye Nsiku za nfunu kyz Malongi nº 32/20, yina monisa kya lukanu kya ndinga ngola. Tu sukisidi mu vova vo kimayala za ndinga malongi a ndinga mputu yina monisama mu mikanda zole amputu kya Ulopa, muna monisa vo he ndinga mputu amosi mu yindula amalongi, mu monisa he lukubiku lwa ngindu a luyalu ya nsi za ngani. He malongi momo lu songele vo kwa nfunu mu landa a malongi mya Bernardo (2018), Chicumba (2019) ye Kanusse (2022), muna songa kwa nfunu mu baka he nsobanisa kya malongi a ndinga mputu a ngola ye ndinga mya nsi.